Learning and Teaching (SEND and Inclusive Provision Pathway) Foundation Degree

Program Overview

This Foundation Degree in Learning and Teaching SEN/D and Inclusive Provision equips support staff with a recognized qualification for their role. Through a blended approach of theoretical study and workplace practice, students develop a comprehensive understanding of SEN/D and inclusion, empowering them to support neurodiverse learners effectively. Assessments focus on practical application and embrace the working context of students, who are guided by experts in the field of special educational needs and inclusion.

Program Outline

Degree Overview:

The Foundation Degree in Learning and Teaching SEN/D and Inclusive Provision (FDLT SEN/DIP) is designed for support staff currently working in specialist SEN/D and inclusive settings who wish to gain a recognized qualification specific to their role. The program is designed to allow students to engage in informed discussions and debates around how to support neurodiverse learners across the educational spectrum. This takes into consideration Social, Emotional and Mental Health needs, Autism, Cognition and the sensory and physical needs learners you may be working with in your context. This is taught by experts in the field of Special Educational Needs and Inclusion, who will draw on their research and vocational backgrounds to help contextualise your learning in the field of Inclusive Studies. You are encouraged to develop a deeper understanding of your work by analyzing it in the context of relevant principles and research. You will then be taught how to harness and respect the voice of learners who may find it difficult to voice their needs, therefore introducing concepts around social and cultural dimensions of learning needs, disability and diversity. Students will sit this module all year as your knowledge and understanding develops over the course of the academic year. You will be assigned a Personal Tutor and a Visiting Tutor (who is directly involved in the work-based visits) that inform your learning within the work-based practice modules across both years.

Modules:

• PDT1066 Introduction to SEND, Diversity and Inclusion (20 Credits): This module introduces the concepts of SEND, diversity, and inclusion in education.
It explores the legal framework, policies, and practices that underpin inclusive education.
• PDT1076 Using Digital Technology to Inspire and Support Learning (20 Credits): This module focuses on the use of digital technology in supporting learning for students with SEND.
It covers a range of digital tools and strategies that can be used to enhance engagement, accessibility, and learning outcomes.
• PDT1082 Social and Cultural Dimensions of Difference and Diversity (20 Credits): This module examines the social and cultural factors that influence learning needs, disability, and diversity.
It explores the impact of these factors on educational experiences and the importance of culturally responsive teaching practices.
• PDT1083 Encouraging Voices (20 Credits): This module focuses on empowering students with SEND to express their needs and perspectives.
It explores strategies for effective communication, advocacy, and participation in the learning process.
• PDT1081 Work-Based Practice: The Reflective Practitioner (40 Credits): This module provides a practical and reflective approach to developing professional practice in SEND settings.
It encourages students to analyze their own experiences, identify areas for improvement, and develop strategies for enhancing their support for students with SEND.

Stage 2:

To compliment the learning you have undertaken in the first year of your studies, you will sit modules that are designed around the four areas of need outlined in the SEND Code of Practice. These modules are designed in a way to encourage discussion around how you support learners with a variety of specific needs. You will be given the opportunity to lead your own research project, which aims to prepare you for your Dissertation should you choose to progress to the BA Learning and Teaching (top-up).

Modules:

• PDT2025 Social, Emotional and Mental Health Perspectives (10 Credits): This module explores the social, emotional, and mental health needs of students with SEND.
It examines the impact of these needs on learning and development and provides strategies for supporting students' well-being. It covers a range of strategies for promoting communication, social interaction, and learning for autistic students.
• PDT2027 Cognition and Learning Needs (10 Credits): This module examines the cognitive needs of students with SEND and explores how these needs can impact learning.
It provides strategies for adapting teaching methods and materials to meet the diverse cognitive needs of students.
• PDT2028 Physical and Sensory Needs (10 Credits): This module focuses on understanding the physical and sensory needs of students with SEND.
It explores the impact of these needs on learning and development and provides strategies for creating inclusive environments that meet the needs of all students.
• PDT2029 Collaborative Working (20 Credits): This module emphasizes the importance of collaborative working in supporting students with SEND.
It explores different models of collaboration, including partnerships between teachers, support staff, parents, and other professionals.
• PDT2024 Independent Research Project (20 Credits): This module provides students with the opportunity to conduct their own research project related to SEND and inclusive education.
It develops research skills, critical thinking, and the ability to apply research findings to practice.
• PDT2019 Work-Based Practice: Reflective Practices (40 Credits): This module builds on the reflective practice skills developed in Stage 1.
It encourages students to critically analyze their work-based experiences, identify areas for professional development, and develop strategies for enhancing their practice.

Assessment:

The Foundation Degree has a high proportion of work-based learning which is reflected in the assessments. The program is designed to embrace the working situation of students. The structure will reflect your individual, professional, and occupational context. It acknowledges the benefit that is to be gained from sharing common experiences and concerns. You will broaden and deepen your understanding of your role, set in a specific professional and social context. Instead, assessments include practical projects, presentations, assignments, research, and portfolios of work practice.

Teaching:

You will spend one day per week at the University over two years, spending the rest of your time in your workplace, consolidating your academic studies and building experience. You will be taught by specialists in the area of special educational needs, neurodiversity, and inclusion, all of whom have extensive vocational experience in this area.

Careers:

This course gives you the opportunity to progress onto an honors degree to gain a full honors degree. Progression to BA Learning and Teaching top-up would be a suitable route. Discussions around alternate routes to graduate employment will be facilitated throughout your time on the program.

Other:

Students may use the Approval of Prior Learning scheme (APL) to apply for entry onto the program as described in the University’s APL policy. Specifically, students who have achieved Higher Level Teaching Assistant status from a recognized provider may receive APL for the first year work-based practice module, PDT1081. Applicants with 120 Level 4 credits from a program similar or equivalent to Foundation Degree in Learning and Teaching may be considered for direct entry to Year 2 of the FDLT. Applications are considered individually depending upon applicants’ individual situation and combination of credits and experience achieved. In order to achieve the named award above, students must meet all requirements of this award map.

2024/25 Tuition Fees Fees quoted relate to study in the Academic Year 24/25 only and may be subject to inflationary increases in future years. UK – Full Time: £9,250 UK – Part Time: £1,540 per 20 credit module Students who wish to complete this course in two years will be classed as full time even though attendance is only required one day a week. 2023/24 Tuition Fees Fees quoted relate to study in the Academic Year 23/24 only and may be subject to inflationary increases in future years. UK – Full Time: £9,250 UK – Part Time: £1,540 per 20 credit module Students who wish to complete this course in two years will be classed as full time even though attendance is only required one day a week. Additional Costs